ABSTRACT
Of the tasks facing coaches in taking up athlete-centred, inquiry-based approaches such as Positive Pedagogy the design and management of learning experiences and questioning are typically the most challenging (Pill, 2011; Light, 2013a). Designing the learning activities to be used is the first step in setting up a Positive Pedagogy coaching session with the coach having done most of his/her work well before the session starts. The central role that modified practice games play in GBAs such as Game Sense sets them apart from traditional coaching, which breaks the game up into component parts to be worked on separate to the game environment. These two approaches sit upon quite different assumptions about knowledge and how we acquire it. The learning theory outlined in chapter 2 emphasizes the role that experience plays in learning and this is why GBA and Positive Pedagogy place experience at the centre of learning.
